Lesson Notes

Summary

Classroom Routine 1.1 What Time Is It? This routine is introduced in the third activity of this session. See the full write-up for this activity in Part 4: Classroom Routines in Implementing Investigations in Grade 2: What Time Is It?

State Standards

ALCOS 14

Math Focus Points

- Using clocks as tools for keeping track of and measuring time - Naming, notating, and telling time to the hour, half hour, and quarter hour on digital and analog clocks - Associating times on the hour and half hour with daily events - Determining what time it will be when given start and elapsed times that are multiples of 15 minutes - Seeing a timeline as a representation of events over time - Using a timeline to keep track of and compare time and events - Determining the length of a given interval (e.g., 8:30 to 9:30) or activity (e.g., math class) - Solving problems involving elapsed time

Vocabulary

Materials

- Demonstration clock (1 per class) - Student clocks (1 per pair)

Professional Development

Read Ahead of Time - Part 4: Classroom Routines in Implementing Investigations in Grade 2: What Time Is It?

Summary

Session 1.1 Ten Cubes and Time Students explore connecting cubes and use numerical expressions to describe arrangements of ten cubes. The Classroom Routine What Time Is It? is introduced.

State Standards

ALCOS 1, 2, 6, 3

Math Focus Points

- Establishing use of tools, routines, and expectations for math class - Using standard notation (+, -, =) to describe arrangements of cubes - Naming, notating, and telling time to the hour on a digital and an analog clock

Vocabulary

- analog clock - digital clock - o'clock

Materials

- M1, Using 10 Cubes: Make copies. (as needed) - M2, Clocks: Make 1 copy and use as described below in preparation of chart paper. (optional) - M3-M4, Family Letter: Make copies. (1 per student) - Connecting cubes (at least 30 per student) - Folders or large envelopes (1 per student; optional) - Demonstration clock (1 per class) - Student clocks (1 per pair) - Chart paper: Title a sheet of chart paper: "Clocks." Divide the chart paper in half, and use (or copy) the clock faces from M2 to make labels for the top of each column. Write ANALOG or DIGITAL next to each clock face. See photo, p. 33. - Number Line and Pocket 100 Chart: Post 0-100 of the number line and a Pocket 100 Chart with removable numbers at student eye level. - Digital clock: Bring in a digital clock and set it to the correct time.

Professional Development

Read Ahead of Time - Mathematics in This Unit, p. 10 - Part 2: How to Use Investigations in Implementing Investigations in Grade 2: Components of the Program - Part 4: Classroom Routines in Implementing Investigations in Grade 2: What Time Is It?

Summary

Session 1.2 Counting Cubes and Pattern Blocks Math Workshop is introduced. Students work on two activities that focus on counting and becoming familiar with the characteristics of connecting cubes and pattern blocks.

State Standards

ALCOS 1, 2, 6, 3

Math Focus Points

- Fitting shapes together to cover an area - Counting sets of up to 60 objects - Establishing use of tools, routines, and expectations for math class

Vocabulary

Materials

- T1-T2, Cover and Count: Shapes A-B - M5-M6, Cover and Count: Shapes A-B Make copies. (1 per class; optional) - M7-M8, Family Letter: Make copies. (1 per student) - Pattern blocks (1 set per 6-8 students) - Connecting cubes (at least 30 per student) - Overhead pattern blocks (optional)

Professional Development

Read Ahead of Time - Teacher Note: Observing Students As They Count, p. 183

Summary

Classroom Routine 1.2 What Time Is It? Review the work done in Session 1.1, reiterating the function of the parts of the clock with students. Pairs practice setting their clocks to the whole-hour times that you suggest such as 1:00, 6:00, and 12:00. Discuss the arrangement of the hands for 6:00 and 12:00.

State Standards

ALCOS 14

Math Focus Points

- Using clocks as tools for keeping track of and measuring time - Naming, notating, and telling time to the hour, half hour, and quarter hour on digital and analog clocks - Associating times on the hour and half hour with daily events - Determining what time it will be when given start and elapsed times that are multiples of 15 minutes - Seeing a timeline as a representation of events over time - Using a timeline to keep track of and compare time and events - Determining the length of a given interval (e.g., 8:30 to 9:30) or activity (e.g., math class) - Solving problems involving elapsed time

Vocabulary

Materials

- Demonstration clock (1 per class) - Student clocks (1 per pair)

Professional Development

Summary

Session 1.3 The Number Line Students use the number line to play Guess My Number. Math Workshop continues to focus on counting.

State Standards

ALCOS 1, 2, 6, 3

Math Focus Points

- Using the number line to reason about, and keep track of information about, the magnitude and relationship of numbers - Using standard notation (>, <, +, -, =) to describe arrangements of cubes, to record expressions that equal a given number, and to compare quantities - Fitting shapes together to cover an area - Counting sets of up to 60 objects - Establishing use of tools, routines, and expectations for math class

Vocabulary

- greater than - less than

Materials

- Class number line (1 per class) - Large clothespins or clips (2 per class) - Chart paper (1 sheet per class; optional) - Pattern blocks (1 set per 6-8 students) - Connecting cubes (at least 30 per student)

Professional Development

Read Ahead of Time - Teacher Note: The Number Line and the 100 Chart, p. 184 - Dialogue Box: Guess My Number, p. 209

Summary

Classroom Routine 1.3 What Time Is It? Students work with a partner to practice setting their clocks to whole-hour times. Students take turns suggesting and setting the time.

State Standards

ALCOS 14

Math Focus Points

- Using clocks as tools for keeping track of and measuring time - Naming, notating, and telling time to the hour, half hour, and quarter hour on digital and analog clocks - Associating times on the hour and half hour with daily events - Determining what time it will be when given start and elapsed times that are multiples of 15 minutes - Seeing a timeline as a representation of events over time - Using a timeline to keep track of and compare time and events - Determining the length of a given interval (e.g., 8:30 to 9:30) or activity (e.g., math class) - Solving problems involving elapsed time

Vocabulary

Materials

- Demonstration clock (1 per class) - Student clocks (1 per pair)

Professional Development